The study examined the impact of computer technology on written business communication. Experimental groups (using microcomputers) and control groups (using typewriters) produced four written assignments. Findings indicate that computer use has a positive effect on attitudes about assignments but no effect on time efficiency or product quality.…

This study set out to determine the effect of teaching business communications by a traditional writing and a word processing method upon the students' attitudes and cognitive achievement. There was no significant difference found in student attitude, but there was significance found between treatment groups on the combined mean scores of the…

The study compared achievement and attitudes of Utah State University students who experienced two different methods of teaching business communication. The experimental group used microcomputers equipped with word processing, spelling, and grammar packages. Results show no difference in students' writing ability or attitude toward writing as a…

Seventy students in a college business communications course participated in a study to determine whether there were significant differences in students' attitudes toward the course when the traditional writing method or the word processing method was used. The study also sought to ascertain whether the traditional writing method developed a…

Course evaluations of a business writing class that used the IBM personal computer with WordStar word processing software revealed students' enthusiasm for the microcomputer's word processing capabilities. A number of students commented on how much the computer simplified the processes of composing, revising, and editing. In addition to the speed…

Focuses on problems encountered with computer-aided writing instruction. Discusses conflicts caused by the computer classroom concept, some general paradoxes and ethical implications of computer-aided instruction. (EL)